Essay On Recency Effect On Memory

Abstract

The aim of this experiment was to investigate the effect of distraction on the recency effect in memory recalling. The hypothesis was participants in the distraction condition will remember less words at the end of the list (last five words) than those in the control condition. The independent variable is inclusion of distraction math task or not and dependent variable was number of words recalled from the last five words of the list. Independent measure was used in this experiment and thorough convenience sampling 18 participants were recruited. Participants were divided into 2 groups: Group 1 had to recall words they have heard on paper immediately (control) and Group 2 had to complete a distraction math task before recalling words.

They carried out two experiments, which Group 1 were asked to immediate recall the words after memorizing them and Group 2 took a 30 seconds distraction task before recalling, where the procedure is the same as Group 1. Researchers found that delaying recall by 30 seconds deteriorate the recency effect by 30%. Therefore, this study providing evidence that words at the end of the list are still in the short-term memory and the distraction task affected recency effects as it interferes with short-term

They vary the amount of rehearsal during learning by intentional learning condition (INT) and intentional learning condition with a subsidiary task (INT-T) under full and reduced rehearsal conditions. Also, researcher used incidental learning condition to examine recall without rehearsal. For INT-T, serial position effect was shown, despite the recall was less than INT overall. Therefore, the research finding provided the necessity of a rehearsal buffer mechanism in order to explain recency effect.

After researching, elements from the studies mentioned above were used. Glanzer and Cunitz (1966) study was modified. Instead of memorizing, words were presented to participants in the same presentation rate, as Murdock and Bennett (1962). Also, the words participants needed to memorize are all 1-syallable, in order to control their level of recency effect and make sure those words will be easily remembered. The hypothesis will be one-tailed that can lead us to compare the level of recency effect with or without the distraction